Ultimate Educational Aims, Overridingness, and Personal Well-being

Studies in Philosophy and Education 30 (6):543-556 (2011)
Abstract
Discussion regarding education’s aims, especially its ultimate aims, is a key topic in the philosophy of education. These aims or values play a pivotal role in regulating and structuring moral and other types of normative education. We outline two plausible strategies to identify and justify education’s ultimate aims. The first associates these aims with a normative standpoint, such as the moral, prudential, or aesthetic, which is overriding, in a sense of ‘overriding’ to be explained. The second associates education’s ultimate aims with the intrinsic value of personal well-being. We advance reasons to doubt that these strategies are successful. The shortcomings of these strategies impute yet further urgency to the issue of how we are to ascertain and validate education’s ultimate aims
Keywords Educational aims  Overridingness  Well-being
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References found in this work BETA
Stefaan E. Cuypers (2004). Critical Thinking, Autonomy and Practical Reason. Journal of Philosophy of Education 38 (1):75–90.
Philippa Foot (1997). Virtues and Vices. In Daniel Statman (ed.), Virtue Ethics. Georgetown University Press. 163--177.

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